Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia

Wong, Shu Ling; Wong, Su Luan

doi:10.1186/s41039-019-0114-3

Cited by 48 publications

(54 citation statements)

References 15 publications

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“…However, the findings of Yu and Singh (2018) showed a nonsignificant relationship between interest and mathematics performance. The finding of Wong and Wong (2019) could account for the inconsistent results of related findings. They found that interest is not significantly related to mathematics performance for high-achieving students, but interest has a significant, positive relationship with mathematics performance for low-achieving students.…”

Section: Introductionmentioning

confidence: 78%

Interest-driven video creation for learning mathematics

Huang

Chou

et al. 2020

J. Comput. Educ.

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The teacher-directed approach characteristic of the traditional classroom normally adopted by mathematics teachers provides few opportunities for students to develop their mathematical problem-solving skills and little encouragement for them to engage in conversation. Furthermore, this approach might not be flexible to students’ individual learning needs and could generate low interest in mathematics among students. To reduce these learning problems, this study proposes a student-centered learning activity called interest-driven video creation, which adopts interest-driven creator (IDC) theory in its design. By viewing cognitive apprenticeship strategies as subcomponent concepts of the creation loop in IDC theory, this study could articulate and enrich the creation loop model of IDC design in mathematics. In an interest-driven video creation activity, students solved mathematics word problems through individual and group creation of tutorial videos. With these videos, students could teach their fellow classmates by discussing mathematics concepts and sharing ideas. The preliminary results reveal significant improvements in mathematics achievement and show that both high- and low-achieving students have positive attitudes and low anxiety regarding the activity and perceive both mathematics and the learning activity to be highly useful. In addition, the students’ perceptions of the benefits of the activity for learning are positive overall. Students also agree that they enjoy and engage in the video creation activity and that the activity helps them to learn mathematics better and improves their communication skills, teamwork skills, and filmmaking techniques.

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Section: Introductionmentioning

confidence: 78%

Interest-driven video creation for learning mathematics

Huang

Chou

et al. 2020

J. Comput. Educ.

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“…A preliminary study conducted by [46] on 150 students examining the association between the students' attitude and interest towards mathematics, students' perception on mathematic pedagogies and the subject itself, and their mathematics performance found that there is a moderately significant relationship between students' perception of mathematics and their mathematics performance. Article [47] also concluded that there is a significant relationship between interest and mathematics performance among Malaysian students who had lower mathematics performance, and igniting interest among low-performing students could lead to better performance. Study [48] revealed that the students' interest is one of the contributing factors in successful academic performance while [49] stated that interest in mathematics learning could be regarded as a predictor of mathematics achievement.…”

Section: Issues and Challenges In Mathematics Education In The Regionmentioning

confidence: 99%

Intentionality and Players of Effective Online Courses in Mathematics

Raza

Reddy

2021

Front. Appl. Math. Stat.

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Mathematics is the engine, vehicle, driver, and language of today’s initiatives, innovations, and human endeavors. In this mathematical-driven world, the ability to perform mathematical tasks and logical reasoning is also essential in solving quotidian tasks and problems. Therefore, mathematical competency and problem-solving skills are kept as an integral component in almost every educational curriculum around the globe. However, there are numerous stumbling blocks along the way to successful teaching, conducive learning environment, and good student performances in almost all disciplines, but more prevalent and visible in mathematics. The major concerns of educators responsible for teaching mathematics and mathematics-related courses are to find effective and innovative ways to deliver mathematical content, to extend the concepts and theories beyond the classrooms, to integrate mathematics with important concepts such as gamification, data mining, learning analytics, deep learning, and effective tools such as mobile devices, learning management systems, and digital technology, and to maintain a good record of students’ performance. In online deliveries, these concerns are further escalated due to no or limited one-to-one interactions and lack of face time, to mention a few. This article investigates the efficacy and effectiveness of traditional and innovative pedagogical practices used in online mathematic courses at the University of the South Pacific (USP). It examines the interdependence of embedded activities and students’ achievement. The results indicate that these online mathematics courses were highly dominated by conventional approaches and were less interactive and engaging, resulting in lower success rates when compared to the courses from other disciplines. To recommend possible ways to enhance the quality of learning and teaching in online mathematics courses, selected online courses from the information system discipline were explored. The reasons for the high online presence in the course were investigated and activities that could lead to collaborative and active learning beyond the passive materials were data mined. The evidence drawn from the statistical analysis highlights the importance of including selected interactive and engaging activities in online learning space of mathematics courses to promote student engagement and help create a sense of community among geographically dispersed students. Overall, based on the observations and theoretical foundation from literature, it can be said that including regular and frequent active assessment strategies, such as weekly quizzes and discussion forums, could extend and promote interactive and engaging learning in online learning space.

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“…A closer look at the elements of Stratum I of Carroll's (1993) theory will convince any observer that Africans are more likely to consider those indicators as irrelevant measures of nimdeε and nyansa. Given that interest affects practice and performance (Krapp et al, 1992;von Maurice et al, 2014;Wong and Wong, 2019), it is little wonder that Africans conceive intelligence in a way that is completely different form the current Western orthodoxy. Perhaps too, the construct of intelligence, as conceived in Western orthodoxy, is a specific form of what cognitive ability is while nimdeε and nyansa also may constitute a particular form of cognitive ability.…”

Section: Simple Reaction Taskmentioning

confidence: 99%

Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review

Oppong

2020

Front. Psychol.

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Studies that investigate cognitive ability in African children and estimate the general cognitive abilities of African adults tend to work with existing models of intelligence. However, African philosophy and empirical studies in cross-cultural psychology have demonstrated that conceptualizations of human cognitive ability vary with location. This paper begins with the assumption that the existing Anglo-American models of cognitive abilities are valuable but limited in their capacity to account for the various conceptualizations of valued cognitive abilities in different human societies. On the basis of this assumption, I employ extant empirical evidence generated through ethnographic studies across Africa to formulate what an African model of valued human cognitive ability ought to be. The output of this formulation has been so christened a model of valued cognitive ability in order to draw attention to the fact that models of cognitive abilities have currency and values in each human society. This value allocation is expected to influence which elements of cognitive ability each human society will promote and develop. In addition, implications for theory, research and praxes are discussed.

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Relationship between interest and mathematics performance in a technology-enhanced learning context in Malaysia

Cited by 48 publications

References 15 publications

Interest-driven video creation for learning mathematics

Interest-driven video creation for learning mathematics

Intentionality and Players of Effective Online Courses in Mathematics

Towards a Model of Valued Human Cognitive Abilities: An African Perspective Based on a Systematic Review

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